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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 29 1 Optimizing intervention outcomes and experiences (Baker et al., 2022) ... Baker, Elise; Masso, Sarah; Huynh, Kylie. - : ASHA journals, 2022 BASE Show details 2 Optimizing intervention outcomes and experiences (Baker et al., 2022) ... Baker, Elise; Masso, Sarah; Huynh, Kylie. - : ASHA journals, 2022 BASE Show details 3 Effect of VAULT treatment (Munro et al., 2021) ... Munro, Natalie; Baker, Elise; Masso, Sarah. - : ASHA journals, 2021 BASE Show details 4 Effect of VAULT treatment (Munro et al., 2021) ... Munro, Natalie; Baker, Elise; Masso, Sarah. - : ASHA journals, 2021 BASE Show details 5 Vocabulary acquisition and usage for late talkers treatment : effect on expressive vocabulary and phonology Munro, Natalie; Baker, Elise (R20118); Masso, Sarah. - : U.S., American Speech-Language-Hearing Association, 2021 BASE Show details 6 Transcription of Vietnamese Adults’ and Children’s Consonants by English-Speaking Speech-Language Pathologists Masso, Sarah Verfasser]. - 2019 DNB Subject Category Language Show details 7 Speech sound disorders in children McLeod, Sharynne; Masso, Sarah In: International handbook of language acquisition (London, 2019), p. 362-386 MPI für Psycholinguistik Show details 8 Protocol for the Connected Speech Transcription of Children with Speech Disorders: An Example from Childhood Apraxia of Speech Barrett, Catherine; McCabe, Patricia; Masso, Sarah... In: Folia Phoniatr Logop (2019) BASE Show details 9 Digital tools to support children's speech and language skill Wren, Yvonne E.; McCormack, Jane; Masso, Sarah. - : Singapore, Springer, 2018 BASE Show details 10 Preschool children's communication, motor and social development : parents' and educators' concerns McLeod, Sharynne; Crowe, Kathryn; McCormack, Jane. - : U.K., Taylor & Francis, 2018 BASE Show details 11 Tutorial : Assessment and analysis of polysyllables in young children Masso, Sarah; McLeod, Sharynne; Baker, Elise (R20118). - : U.S., American Speech-Language-Hearing Association, 2018 BASE Show details 12 Pacifiers, thumb sucking, breastfeeding, and bottle use : oral sucking habits of children with and without phonological impairment Baker, Elise (R20118); Masso, Sarah; McLeod, Sharynne. - : Switzerland, S. Karger AG, 2018 BASE Show details 13 Implementation fidelity of a computer-assisted intervention for children with speech sound disorders ... McCormack, Jane; Baker, Elise; Masso, Sarah. - : Taylor & Francis, 2017 BASE Show details 14 Implementation fidelity of a computer-assisted intervention for children with speech sound disorders ... McCormack, Jane; Baker, Elise; Masso, Sarah. - : Taylor & Francis, 2017 BASE Show details 15 Profile of Australian preschool children with speech sound disorders at risk for literacy difficulties Masso, Sarah; Howland, Charlotte; Crowe, Kathryn. - : U.K., Routledge, 2017 BASE Show details 16 Polysyllable speech accuracy and predictors of later literacy development in preschool children with speech sound disorders Masso, Sarah; Baker, Elise (R20118); McLeod, Sharynne. - : U.S., American Speech-Language-Hearing Association, 2017 BASE Show details 17 Educators' perspectives on facilitating computer-assisted speech intervention in early childhood settings Crowe, Kathryn; Cumming, Tamara; McCormack, Jane. - : U.K., Sage Publications, 2017 BASE Show details 18 Implementation fidelity of a computer-assisted intervention for children with speech sound disorders McCormack, Jane; Baker, Elise (R20118); Masso, Sarah. - : U.K., Taylor & Francis, 2017 BASE Show details 19 Longitudinal changes in polysyllable maturity of preschool children with phonologically-based speech sound disorders Masso, Sarah; McLeod, Sharynne; Wang, Cen. - : U.K., Taylor & Francis, 2017 BASE Show details 20 Cluster-randomized controlled trial evaluating the effectiveness of computer-assisted intervention delivered by educators for children with speech sound disorders McLeod, Sharynne; Baker, Elise (R20118); McCormack, Jane; Wren, Yvonne E.; Roulstone, Sue E.; Crowe, Kathryn; Masso, Sarah; White, Paul; Howland, Charlotte. - : U.S., American Speech-Language-Hearing Association, 2017 Abstract: Purpose: The aim was to evaluate the effectiveness of computer-assisted input-based intervention for children with speech sound disorders (SSD). Method: The Sound Start Study was a cluster-randomized controlled trial. Seventy-nine early childhood centers were invited to participate, 45 were recruited, and 1,205 parents and educators of 4- and 5-year-old children returned questionnaires. Children whose parents and educators had concerns about speech were assessed (n = 275); 132 children who were identified with phonological pattern-based errors underwent additional assessment. Children with SSD and no difficulties with receptive language or hearing, typical nonverbal intelligence, and English as their primary language were eligible; 123 were randomized into two groups (intervention n = 65; control n = 58), and 3 withdrew. The intervention group involved Phoneme Factory Sound Sorter software (Wren & Roulstone, 2013) administered by educators over 9 weeks; the control group involved typical classroom practices. Participants were reassessed twice by a speech-language pathologist who was unaware of the initial assessment and intervention conditions. Results: For the primary outcome variable (percentage of consonants correct), the significant mean change from pre- to postintervention for the intervention group (mean change = +6.15, p < .001) was comparable in magnitude to the significant change for the control group (mean change = +5.43, p < .001) with a small between-groups effect size for change (Cohen’s d = 0.08). Similar results occurred for measures of emergent literacy, phonological processing, participation, and well-being. Conclusion: Computer-assisted input-based intervention administered by educators did not result in greater improvement than typical classroom practices. Keyword: children; computer-assisted instruction; phonetics; speech; speech disorders; XXXXXX - Unknown URL: https://ezproxy.uws.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=124123719&site=ehost-live&scope=site http://hdl.handle.net/1959.7/uws:55297 https://doi.org/10.1044/2017_JSLHR-S-16-0385 BASE Hide details Page: 1 2

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